A situation of learning, understood in its global direction, is to look to the overcoming of the relation professor-pupil, pupil-pupil and to understand that the education process cannot be dealt with as restricted activity to the space the classroom ' ' the knowledge is not a thing that if learns for transmission, but something that if constructs in interaction with the world and outros' ' (I finish, 1998). The importance given to the social interaction in the process of construction of the knowledge cannot leave of being considered in the school. This because the human development if of the one in a definitive environment and relation with the other. This is a characteristic scene of the process teach-learning, of basic importance of the relation of the theory of the Human Development of Vygotsky. Vygotsky presents the concept of the Zone of Proximal Development that is defined as in the distance it enters the level of potential development and the level of real development. The author differentiates the real development of the Zone of Proximal Development. The first one is characterized by reached stages already, that is, it is the result of completed processes of development already and the last one is the capacity to play tasks with the aid of the other that already more has degree of evoluido development. ' ' The zone of proximal development defines those functions that had not yet ripened, but that they are in maturation process, functions that will ripen, but that they are presently in embryonic state.
These functions could be called ' brotos' or ' flores' of development, instead of fruits of desenvolvimento' '. (Vygotsky, P. 97, 2). The basic estimated one of the workmanship of Vygotsky is that, what it differentiates the man of the other animals are the superior forms of conscientious behavior, that can be seen in the social relations of the man.